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Assessment Procedures for Counselors and Helping Professionals (8th edition)

Assessment Procedures for Counselors and Helping Professionals (8th edition)

By: Karyn Dayle Jones (author), Robert J. Drummond (author), Carl J. Sheperis (author)Hardback

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Since its first publication in 1988, Assessment Procedures for Counselors and Helping Professionals has become a classic among assessment textbooks designed specifically for aspiring counselors. Now in its Eighth Edition the text includes extensive changes to content and updating throughout, while maintaining its popular, easy-to-read format and continuing emphasis on assessment information that is most useful and relevant for school counselors, marriage and family therapists, mental health counselors, and other helping professionals. Throughout the text, readers learn the essential topics; see clearly how the elements of assessment interact; apply the material to the major instruments used in counseling; reinforce learning through discussion questions and activities; and get invaluable information and examples about widely used assessment instruments in order to become familiar with these well-known tests.

About Author

Dr. Robert Drummond passed away on March 14, 2005. He was a retired professor and counselor educator at the University of North Florida for 20 years. He was foremost in the field of assessment, and he specialized in educational and psychological testing, career development, models for evaluation, educational research, and personality theory and measurement. Dr. Drummond wrote the First Edition of this text in 1988. Now in its Eighth Edition, the book remains a popular assessment textbook in counseling. Dr. Carl J. Sheperis serves as Chair of the Department of Counseling and Special Populations at Lamar University. He is a Past-President of the Association for Assessment and Research in Counseling, Associate Editor for Quantitative Research for the Journal of Counseling and Development, and a Director for the National Board for Certified Counselors. Practice. In addition to this textbook Dr. Sheperis is an author of: Research in Counseling, Quantitative, Qualitative, and Mixed Methods, Clinical Mental Health Counseling: Fundamentals of Applied Practice, and The Peace Train. He is also published in various textbooks, academic journals, and reference volumes. A frequent speaker and presenter at professional conferences and workshops, as well, Carl Sheperis has appeared at such recent events as the American Counseling Association World Conference, the Association for Counselor Education and Supervision Conference, the National Assessment Conference, and the National Head Start Conference. Dr. Karyn Dayle Jones is an associate professor in counselor education at the University of Central Florida. She has 20 years of experience in the counseling profession and has been a counselor educator for 14 years. Jones is coauthor of Introduction to the Profession of Counseling, has authored or coauthored several book chapters and refereed publications, and has made numerous professional presentations in the field of counseling and counselor education. Her primary areas of research are assessment and diagnosis. She is the past president of the Counseling Association for Humanistic Counseling, Education and Development, a division of the American Counseling Association. Jones is a Florida Licensed Mental Health Counselor, and a National Certified Counselor, and she has worked as a counselor in mental health agencies, schools, and private practice.


BRIEF TABLE OF CONTENTS PART ONE Principles and Foundations of Psychological and Educational Assessment Chapter 1 Introduction to Assessment 1 Chapter 2 Methods and Sources of Assessment Information 20 Chapter 3 Statistical Concepts 46 Chapter 4 Understanding Assessment Scores 70 Chapter 5 Reliability/Precision 91 Chapter 6 Validity 110 Chapter 7 Selecting, Administering, Scoring, and Interpreting Assessment Results 130 PART TWO Overview of Assessment AreasChapter 8 Assessment of Intelligence and General Ability 158 Chapter 9 Assessment of Achievement 195 Chapter 10 Assessment of Aptitude 223 Chapter 11 Career and Employment Assessment 243 Chapter 12 Personality Assessment 271 PART THREE Applications and Issues Related to Assessment Chapter 13 Clinical Assessment 303 Chapter 14 Assessment in Education 332 Chapter 15 Assessment Issues with Diverse Populations 356 Chapter 16 Communicating Assessment Results 375 Chapter 17 Ethical and Legal Issues in Assessment 395 DETAILED TABLE OF CONTENTS PART ONE Principles and Foundations of Psychological and Educational AssessmentChapter 1 Introduction to Assessment 1 What Is Assessment? 2The Purposes of Assessment 3Multiple Methods and Multiple Sources 5The Assessment Process 7Competencies Required for Assessment 9Historical Perspectives 11 Assessment and Technology 15Computer-based Assessment 15Internet-based Assessment 16Controversial Issues in Assessment 17Summary 17 * Moving Forward 18 * Questions for Discussion 18 * Suggested Activities 18 * Reference 18Chapter 2 Methods and Sources of Assessment Information 20Assessment Methods and Sources 20Formal and Informal Assessment Instruments and Strategies 22The Initial Interview 23Degrees of Structure Interviews 24Interview Guidelines 26 Tests 27Categories of Tests 29Observation 34Formal and Informal Observation 35 Direct and Indirect Observation 35 Natural and Contrived Settings 36Unobtrusive and Participant Observation 36Methods of Recording Observations 36Self-monitoring 41Collateral Sources 41Summary 43 * Questions for Discussion 43 * Suggested Activities 43 * References 44Chapter 3 Statistical Concepts 46Statistical Concepts for Assessment 46Scales of Measurement 48Nominal Scale 48Ordinal Scale 49Interval Scale 49Ratio Scale 50Describing Scores 50Frequency Distributions 50 Measures of Central Tendency 55 Measures of Variability 57The Normal Curve 60Measures of Relationship 61Summary 68 * Questions for Discussion 68 * Suggested Activities 68 * References 69Chapter 4 Understanding Assessment Scores 70Assessment Scores 70Criterion-Referenced Scores 71Norm-Referenced Scores 72Norm Group 73Types of Norm-Referenced Scores 75Qualitative Assessment 84Tables and Profiles 85Norm-Referenced, Criterion-Referenced, or Both? 87 Summary 89 * Questions for Discussion 89 * Suggested Activities 89 * References 90Chapter 5 Reliability/Precision 91Reliability 92Measurement Error 93Sources of Measurement Error 93Methods of Estimating Reliability/Precision 95Test-Retest 97Alternate Form 98Internal Consistency Reliability 99Interrater Reliability 102Selecting a Reliability Coefficient 103 Evaluating Reliability Coefficients 103 Standard Error of Measurement 104Confidence Intervals 106Increasing reliability/precision 107Summary 108 * Questions for Discussion 108 * Suggested Activities 108 * References 109Chapter 6 Validity 110The Nature of Validity 111 Revisiting Construct 112 Threats to Validity 112Validity and Reliability/Precision 113Sources of Validity Evidence 114Test Content Validity Evidence 114 Evidence Based on Internal Structure 116 Relations to Other Variables Evidence 118 Evidence of Homogeneity 121Convergent and Discriminant Evidence 121 Evidence Based On Consequences of Testing 125 Evidence Based on Response Processes 126Summary 126 * Questions for Discussion 127 * Suggested Activities 127 * References 128Chapter 7 Selecting, Administering, Scoring, and Interpreting Assessment Results 130Selecting Assessment Instruments and Strategies 130 Identify the Type of Information Needed 131 Identify Available Information 131Determine the Methods for Obtaining Information 131Search Assessment Resources 133Evaluate and Select an Assessment Instrument or Strategy 137Administering Assessment Instruments 145Before Administration 147 During Administration 148 After Administration 151Scoring Assessment Instruments 151Scoring Performance Assessment 152Scoring Errors 153Standards for Scoring Assessment Instruments 153Interpreting Assessment Results 154Summary 155 * Questions for Discussion 156 * Suggested Activities 156 * References 157 PART TWO Overview of Assessment AreasChapter 8 Assessment of Intelligence and General Ability 158 Defining Intelligence 158Theories of Intelligence 160Spearman's Two-Factor Theory 161 Thurstone's Multifactor Theory 162 Vernon's Hierarchical Model 163 Catell-Horn GF-GC Theory 164Guilford's Structure-of-Intellect Model 164 Plaget's Theory of Cognitive Development 165 Luria's Model 166Sternberg's Triarchic Theory of Successful Intelligence 166Gardner's Theory of Multiple Intelligences 167 Carroll's Three-Stratum Model of Human Abilities 167 Planning-Attention-Simultaneous-Successive Theory of Cognitive Processing 168 Catell-Horn-Carroll Hierarchical Three-Stratum Model 168 Intelligence Tests 170Ability, Intelligence, Achievement, and Aptitude 172Individual Intelligence Tests 172 Group Intelligence Tests 185 Specialized Tests 187Interviews and Observations 188Issues in Assessing Intelligence 189Summary 191 * Questions for Discussion 191 * Suggested Activities 191 * References 192Chapter 9 Assessment of Achievement 195Assessing Achievement 195Standardized Achievement Tests 196 Achievement Test Batteries 197 Individual Achievement Tests 202 Diagnostic Tests 205Subject-Area Tests 210Adult Achievement Tests 211Other Types of Achievement Assessment Instruments 211 Criterion-Referenced Tests and Minimum-Level Skills Tests 211 State Achievement Tests 213 National Assessment of Educational Progress 213 Curriculum-Based Assessment and Curriculum-Based Measurement 214 Performance Assessment 214 Portfolio Assessment 215 Factors Affecting Student Achievement 215 Analysis of Class Profile 217Summary 221 * Questions for Discussion 221 * Suggested Activities 222 * References 222Chapter 10 Assessment of Aptitude 223Aptitude Tests 223Multiple-Aptitude Test Batteries 224 Specialized Aptitude Tests 230 Admissions Tests 235Readiness Tests 239Summary 240 * Questions for Discussion 240 * Suggested Activities 211 * References 211Chapter 11 Career and Employment Assessment 243 Career Assessment 243Interest Inventories 244 Work Values Inventories 250 Personality Inventories 252Abilities and Skills Assessment 253Career Development Inventories 256 Combined Assessment Programs 257 Interviews 257Employment Assessment 258Selection Interviews 258Biographical Information 259Tests 260Job Analysis 262Assessment Centers 265Guidelines for Employee Selection 266Trends In Employment Assessment 266Summary 267 * Questions for Discussion 268 * Suggested Activities 268 * Reference 269Chapter 12 Personality Assessment 271Defining Personality 271Traits, States, and Types 272Personality Inventories 274Approaches To Personality Inventory Development 274Categories of Personality Inventories 276 Structured Personality Inventories 276 Projective Instruments and Techniques 285Personality Inventories with a Positive Focus 294 Response Styles 297Summary 298 * Questions for Discussion 298 * Suggested Activities 299 * Reference 300PART THREE Applications and Issues Related to AssessmentChapter 13 Clinical Assessment 303Fundamentals of Clinical Assessment 303Political Issues in Diagnosis 304 Determining a Diagnosis 304 Dsm-5 305Interviews in Clinical Assessment 308 Mental Status Exam 310Instruments Used in Clinical Assessment 311 Suicide Risk Assessment 317Observation and Clinical Assessment 319Neuropsychological Assessment 326Cultural Considerations in Clinical Assessment 329 Summary 329 * Questions for Discussion 330 * Suggested Activities 330 * References 330Chapter 14 Assessment in Education 332School Assessment Programs 333Planning a School Assessment Program 333 Instruments Used in School Assessment Programs 334Assessment Activities of School Counselors 336 Needs Assessments 337 Assessing Specific Learning Disabilities 337 Assessing Giftedness 340 Consulting with Teachers 346 Environmental Assessment in the Schools 346Competencies in Assessment and Evaluation for School Counselors 347Assessment Issues in Education 348Test Preparation and Performance 349Coaching 350Test-Wiseness 350Test Anxiety 351Summary 352 * Questions for Discussion 353 * Suggested Activities 353 * References 353Chapter 15 Assessment Issues with Diverse Populations 356 Multicultural Assessment 357Measurement Bias 357Multicultural Perspectives In Assessment 360Acculturation 361Strategies 361Assessment Of Linguistically Diverse Individuals 361 Assessment of Individuals with Disabilities 363 Assessment of Individuals with Visual Impairment 365 Assessment of Individuals with Hearing Impairment 366Assessment of Individuals with Intellectual Disability 367 Assessment of Individuals with Neuropsychological Impairment 369 Assessment of Individuals with Communication Disorders 369 Assessment of Children with Disabilities 369Standards for Assessment with Diverse Populations 372Summary 372 * Questions for Discussion 373 * Suggested Activities 373 * References 373Chapter 16 Communicating Assessment Results 375Feedback Sessions 376Group Feedback Sessions 378Problem Areas 378Feedback Sessions With Parents 381Assessment Reports 383Qualities of Well-Written Reports 384The Assessment Report Format 385Communicating Assessment Results to Other Professionals 390 Communicating Assessment Results to the Public 390Summary 392 * Questions for Discussion 392 * Suggested Activities 392 * References 393Chapter 17 Ethical and legal Issues in Assessment 395 Professional Standards and Codes of Ethics 395American Counseling Association Code of Ethics 396AERA, APA, and NCME Standards For Educational and Psychological Testing 396American Psychological Association Ethical Principles of Psychologists and Code of Conduct 398Association For Assessment And Research in Counseling Responsibilities of Users of Standardized Tests, Third Edition 399Joint Committee on Testing Practices Code Of Fair Testing Practices In Education 399National Council On Measurement in Education Code of Professional Responsibilities in Educational Measurement 400Ethical Issues in Assessment 400Professional Training and Competence 400Test-User Qualifications 402Client Welfare Issues 404Legal Issues in Assessment 404 Statutes and Regulations 405 Judicial Decisions 408Summary 410 * Questions for Discussion 410 * Suggested Activities 410 * References 411 Appendix I Standards for Multicultural Assessment Fourth Revision, 2012 412 Appendix II Responsibilities of Users of Standardized Tests (RUST; 3rd ed.) 417 Name Index 422

Product Details

  • ISBN13: 9780132850636
  • Format: Hardback
  • Number Of Pages: 464
  • ID: 9780132850636
  • weight: 832
  • ISBN10: 013285063X
  • edition: 8th edition

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